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The role of self-efficacy enhancement during pre-service teacher development : building resilience to prevent burn-out
Dissertation (MEd)--University of Pretoria, 2017.
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| Format: | Thesis |
| Language: | English |
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University of Pretoria
2017
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| _version_ | 1867613599066750976 |
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| access_status_str | Open Access |
| author2 | Coetzee, Stephen |
| author_browse | Coetzee, Stephen |
| author_facet | Coetzee, Stephen |
| collection | Thesis |
| dc_rights_str_mv | © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. |
| description | Dissertation (MEd)--University of Pretoria, 2017. |
| format | Thesis |
| id | oai:repository.up.ac.za:2263/62881 |
| institution | University of Pretoria (South Africa) |
| language | English |
| last_indexed | 2026-06-10T12:38:42.081Z |
| license_str | Other — see source repository |
| provenance_str_mv | Harvested via OAI-PMH from UPSpace — University of Pretoria Institutional Repository |
| publishDate | 2017 |
| publishDateRange | 2017 |
| publishDateSort | 2017 |
| publisher | University of Pretoria |
| publisherStr | University of Pretoria |
| record_format | dspace |
| source_str | UPSpace — University of Pretoria Institutional Repository |
| spelling | oai:repository.up.ac.za:2263/62881 The role of self-efficacy enhancement during pre-service teacher development : building resilience to prevent burn-out Coetzee, Stephen siphiwe4me@yahoo.com Evans, Rinelle Langa, Siphiwe Angelica Pre-service education Pre-service teachers Teaching practice Teacher burn-out UCTD Education theses SDG-03 Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 Dissertation (MEd)--University of Pretoria, 2017. The purpose of this study was to investigate the role of self-efficacy enhancement in building pre-service teacher resilience to prevent symptoms of burn-out in Swaziland; how engaging in reflective practices can act as a protective factor. Not much research focuses on pre-service teacher burn-out and how to mitigate its effects, and this creates a gap that this study sought to address. Through the interpretivist perspective, and employing participatory action research (PAR) and some elements of pre-test, post test design, seven pre-service teachers who were doing their final year of a three year teacher’s diploma programme; four males and three females were engaged in the study. Data were collected by using the resilience scale questionnaire, participants’ reflective journals, researcher’s diary and transcribed recordings from a focus group interview. Three themes emerged; (1) that pre-service teachers in Swaziland do experience symptoms of burn-out during teaching practice. Seven risk factors that contribute to the experience of burn-out were cited by participants; learners’ behavioural issues, heavy workloads, demanding supervisors, lack of support from colleagues, teaching learners who are high achievers, feelings of inadequacy and lack of prioritising. (2) Pre-service teachers were able to draw strength and possibly avert burn-out by mobilising external and internal protective sources. (3) Reflective practices proved to be a viable intervention that enhanced pre-service teachers’ self-efficacy and helped promote resilient coping. Future research might look into other factors that predispose pre-service teachers to stress and how reflective practices may be infused in the curriculum for pre-service education. mi2026 Humanities Education MEd Unrestricted SDG-03: Good health and well-being SDG-04: Quality education SDG-08: Decent work and economic growth SDG-10: Reduced inequalities 2017-10-24T09:14:03Z 2017-10-24T09:14:03Z 2017-09-07 2017 Dissertation Langa, SA 2017, The role of self-efficacy enhancement during pre-service teacher development : building resilience to prevent burn-out, MEd Dissertation, University of Pretoria, Pretoria, viewed yymmdd <http://hdl.handle.net/2263/62881> S2017 http://hdl.handle.net/2263/62881 en © 2017 University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. application/pdf University of Pretoria |
| spellingShingle | Pre-service education Pre-service teachers Teaching practice Teacher burn-out UCTD Education theses SDG-03 Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 The role of self-efficacy enhancement during pre-service teacher development : building resilience to prevent burn-out |
| title | The role of self-efficacy enhancement during pre-service teacher development : building resilience to prevent burn-out |
| title_full | The role of self-efficacy enhancement during pre-service teacher development : building resilience to prevent burn-out |
| title_fullStr | The role of self-efficacy enhancement during pre-service teacher development : building resilience to prevent burn-out |
| title_full_unstemmed | The role of self-efficacy enhancement during pre-service teacher development : building resilience to prevent burn-out |
| title_short | The role of self-efficacy enhancement during pre-service teacher development : building resilience to prevent burn-out |
| title_sort | role of self efficacy enhancement during pre service teacher development building resilience to prevent burn out |
| topic | Pre-service education Pre-service teachers Teaching practice Teacher burn-out UCTD Education theses SDG-03 Education theses SDG-04 Education theses SDG-08 Education theses SDG-10 |
| url | http://hdl.handle.net/2263/62881 |